Author: Iris Cundiff HarleyPublisher:
ISBN:
Category : Academic achievement (Elementary)
Languages : en
Pages : 184
Book Description
An Analysis of the Academic Achievement of Third-grade Students who Entered at the Kindergarten Level and Those who Attended Preschool Programs
Author: Iris Cundiff HarleyPublisher:
ISBN:
Category : Academic achievement (Elementary)
Languages : en
Pages : 184
Book Description
Examining the Predictive Capacity of a Set of Learning Related Social Skills in Kindergarten on the Academic Achievement in Reading in Third Grade
Author: Patty S. CotéPublisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 0
Book Description
The purpose of this study was to examine the predictive capacity between observed social and emotional behaviors present when children entered kindergarten in a large urban district in Texas to their achievement on the grade three reading STAAR assessment. The study attempted to determine if a set of learning-related social skills present at the beginning of kindergarten held a predictive capacity to future academic success on the grade three reading STAAR assessment. The study found that while the behavioral composite scores of students entering kindergarten had a significant relationship to STAAR reading scores and accounted for 3% of the variation in scores. The results of a series of one-way ANOVAs used to compare the effects of the variables of following class rules, listening without interrupting, completing tasks, speaking in a respectful tone to teachers and others, and working cooperatively with peers were determined to be significant predictors of the performance on the third grade reading STAAR. Completing tasks held the highest predictive capacity to STAAR Reading mean scores. The results of a descriptive statistics analysis determined that students who had not attended pre-kindergarten programs scored higher on the KESI behavior composite ratings than their peers who had attended pre-kindergarten programs. Children who did not participate in the district’s pre-kindergarten program had higher mean scores on the third grade STAAR reading exam and the KESI behavioral rating scale. The results on a one-way ANOVA analysis of variance determined that attending district pre-kindergarten programs did have a statistically significant impact on the mean STAAR scores. Students who attended the district pre-kindergarten program had lower mean STAAR scores than those students who did not participate in the program.
Dissertation Abstracts International
Author: Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 584
Book Description
Preschool Attendance in Chicago Public Schools
Author: Stacy B. EhrlichPublisher: Consortium on Chicago School Research
ISBN: 9780989799430
Category : Education, Preschool
Languages : en
Pages : 64
Book Description
Students who attend preschool regularly are significantly more likely than chronically absent preschoolers, those who missed at least 10 percent of the school year, to be ready for kindergarten and to attend school regularly in later grades. The study, which followed 25,000 three- and four-year-olds served by Chicago Public Schools (CPS) school-based preschool programs, finds chronic absenteeism is rampant among preschoolers in Chicago. In 2011-2012, almost half of three-year-olds and more than one-third of four-year-olds were chronically absent. This report examines the extent of preschool absenteeism and the reasons preschool students are absent. It also examines the relationship between preschool absences and students' scores on measures of kindergarten readiness in math, letter recognition, and social-emotional development, as well as assessments of second-grade reading fluency. Ultimately, students who miss more preschool have lower kindergarten readiness scores, and students who are chronically absent in preschool are more likely to be chronically absent in kindergarten and have lower second grade reading scores. However, students who enter preschool with the weakest skills benefit the most from regular attendance.
Age at Entry to Kindergarten and Preschool Experience as Predictors of Test Performance in Third Grade
Author: Greta Gwen Evans-BeckerPublisher:
ISBN:
Category :
Languages : en
Pages : 488
Book Description
Resources in Education
Author: A Report on Longitudinal Evaluations of Preschool Programs
Author: United States. Children's BureauPublisher:
ISBN:
Category : Child development
Languages : en
Pages : 226
Book Description
A Report on Longitudinal Evaluations of Preschool Programs
Author: Publisher:
ISBN:
Category : Children with social disabilities
Languages : en
Pages : 152
Book Description
Research in Education
Author: A Report on Longitudinal Evaluations of Preschool Programs: Longitudinal evaluations, by Sally Ryan
Author: United States. Office of Child DevelopmentPublisher:
ISBN:
Category : Compensatory education
Languages : en
Pages : 156
Book Description